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ERIC Number: ED172971
Record Type: RIE
Publication Date: 1979-Jun
Pages: 54
Abstractor: N/A
Reference Count: 0
Rural Education and Rural Development.
Tweeten, Luther
Measures such as years of school completed, functional illiteracy, grade retardation and percent of youths attending college indicate that schooling attainment in nonmetro areas falls short of that in metro areas. However, this is not to say that rural children on the average attend inferior schools or rank low in schooling attainment, for the discrepancies largely disappear when adjustments are made for migration patterns and the lower socio-economic status of rural students and parents. Deficiencies in rural schools are primarily concentrated in low income areas and among minorities. School quantity and quality can be improved through federal development of remedial programs, student retention programs, and supplementary funds. Additional schooling could enable white rural males to close the gap between their earnings and the amount earned by their metro counterparts. However, for females and black males, education alone would not reduce the large shortfalls in earnings; public policy must also focus on ending race and sex discrimination in jobs, on job creation in depressed rural areas, and on improved methods of funding schools. Progress in schooling attainment depends on the socio-economic position of parents and communities. Improving education alone is not sufficient to provide solutions to rural poverty and underemployment. Job development and expansion of the economic base are needed along with investments in human resources. (Author/DS)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.; National Inst. of Education (DHEW), Washington, DC.; Office of the Assistant Secretary for Education (DHEW), Washington, DC.; Department of Agriculture, Washington, DC.
Authoring Institution: N/A
Note: Revision of a paper presented at the Rural Education Seminar (College Park, Maryland, 29-31 May 1979)